Period 7 IB World Studies-Room 207 — Zhang Assignments

Objectives
Compare and contrast the differing conditions and points of pre-revolution social classes in Saint-Domingue (Haiti)
Analyze the factors that led to the largest revolt of enslaved people in history in 1791 and the independence of Haiti in 1804
Wednesday Agenda
1. Bellringer: Review Haitian Revolution Basics (10 min) 
2. Timeline Activity: (40 min) 

Thursday Agenda
1. Bellringer: Document A, B, C or D? (10 min)
2. Timeline Activity: (35 min) 

Friday Agenda
1. Bellringer: Document C, D, E, F? (10 min)
2. Timeline Activity: (20 min) [Due at end of class]
3. Current Events Friday & ATL Survey (10 min)

Objectives
Compare and contrast the differing conditions and points of pre-revolution social classes in Saint-Domingue (Haiti)
Analyze the factors that led to the largest revolt of enslaved people in history in 1791 and the independence of Haiti in 1804
Wednesday Agenda
1. Bellringer: Review Haitian Revolution Basics (10 min) 
2. Timeline Activity: (40 min) 

Thursday Agenda
1. Bellringer: Document A, B, C or D? (10 min)
2. Timeline Activity: (35 min) 

Friday Agenda
1. Bellringer: Document C, D, E, F? (10 min)
2. Timeline Activity: (20 min) [Due at end of class]
3. Current Events Friday & ATL Survey (10 min)

Objectives
Compare and contrast the differing conditions and points of pre-revolution social classes in Saint-Domingue (Haiti)
Analyze the factors that led to the largest revolt of enslaved people in history in 1791 and the independence of Haiti in 1804
Wednesday Agenda
1. Bellringer: Review Haitian Revolution Basics (10 min) 
2. Timeline Activity: (40 min) 

Thursday Agenda
1. Bellringer: Document A, B, C or D? (10 min)
2. Timeline Activity: (35 min) 

Friday Agenda
1. Bellringer: Document C, D, E, F? (10 min)
2. Timeline Activity: (20 min) [Due at end of class]
3. Current Events Friday & ATL Survey (10 min)

Objectives
Compare and contrast the differing conditions and points of pre-revolution social classes in Saint-Domingue (Haiti)
Analyze the factors that led to the largest revolt of enslaved people in history in 1791 and the independence of Haiti in 1804
Wednesday Agenda
1. Bellringer: Review Haitian Revolution Basics (10 min) 
2. Timeline Activity: (40 min) 

Thursday Agenda
1. Bellringer: Document A, B, C or D? (10 min)
2. Timeline Activity: (35 min) 

Friday Agenda
1. Bellringer: Document C, D, E, F? (10 min)
2. Timeline Activity: (20 min) [Due at end of class]
3. Current Events Friday & ATL Survey (10 min)

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

Monday 
ObjectivesIdentify Hispaniola & Haiti on a map and understand their basic colonial history

Describe the concepts of “historiography” and “historical silences”Agenda 
Bellringer: Summative Wrap-Up (10 min)
What is historiography/Historical Silences? (10 min)
Haitian Rev Basics (10 min)
Start Movie: Égalité for All: Toussaint L'Ouverture & The Haitian Revolution (15 min) 

Tuesday 
Objectives
Compare and contrast the differing conditions and points of pre-revolution social classes in Saint-Domingue (Haiti)
Identify Hispaniola & Haiti on a map and understand their basic colonial history
Agenda
Review: Haitian Revolution Vocab (5 min)
Finish Movie: Égalité for All: Toussaint L'Ouverture & The Haitian Revolution (45 min) 
Exit Ticket (5 min)

Monday 
ObjectivesIdentify Hispaniola & Haiti on a map and understand their basic colonial history

Describe the concepts of “historiography” and “historical silences”Agenda 
Bellringer: Summative Wrap-Up (10 min)
What is historiography/Historical Silences? (10 min)
Haitian Rev Basics (10 min)
Start Movie: Égalité for All: Toussaint L'Ouverture & The Haitian Revolution (15 min) 

Tuesday 
Objectives
Compare and contrast the differing conditions and points of pre-revolution social classes in Saint-Domingue (Haiti)
Identify Hispaniola & Haiti on a map and understand their basic colonial history
Agenda
Review: Haitian Revolution Vocab (5 min)
Finish Movie: Égalité for All: Toussaint L'Ouverture & The Haitian Revolution (45 min) 
Exit Ticket (5 min)

Monday 
ObjectivesIdentify Hispaniola & Haiti on a map and understand their basic colonial history

Describe the concepts of “historiography” and “historical silences”Agenda 
Bellringer: Summative Wrap-Up (10 min)
What is historiography/Historical Silences? (10 min)
Haitian Rev Basics (10 min)
Start Movie: Égalité for All: Toussaint L'Ouverture & The Haitian Revolution (15 min) 

Tuesday 
Objectives
Compare and contrast the differing conditions and points of pre-revolution social classes in Saint-Domingue (Haiti)
Identify Hispaniola & Haiti on a map and understand their basic colonial history
Agenda
Review: Haitian Revolution Vocab (5 min)
Finish Movie: Égalité for All: Toussaint L'Ouverture & The Haitian Revolution (45 min) 
Exit Ticket (5 min)

Monday 
ObjectivesIdentify Hispaniola & Haiti on a map and understand their basic colonial history

Describe the concepts of “historiography” and “historical silences”Agenda 
Bellringer: Summative Wrap-Up (10 min)
What is historiography/Historical Silences? (10 min)
Haitian Rev Basics (10 min)
Start Movie: Égalité for All: Toussaint L'Ouverture & The Haitian Revolution (15 min) 

Tuesday 
Objectives
Compare and contrast the differing conditions and points of pre-revolution social classes in Saint-Domingue (Haiti)
Identify Hispaniola & Haiti on a map and understand their basic colonial history
Agenda
Review: Haitian Revolution Vocab (5 min)
Finish Movie: Égalité for All: Toussaint L'Ouverture & The Haitian Revolution (45 min) 
Exit Ticket (5 min)

Watch the following video featuring Dr. Benjamin Bernard at University of Virginia and Bennett Herson-Roeser at the University of Northwestern. We will review these concepts on Monday.

Watch the following video featuring Dr. Benjamin Bernard at University of Virginia and Bennett Herson-Roeser at the University of Northwestern. We will review these concepts on Monday.

Watch the following video featuring Dr. Benjamin Bernard at University of Virginia and Bennett Herson-Roeser at the University of Northwestern. We will review these concepts on Monday.

Watch the following video featuring Dr. Benjamin Bernard at University of Virginia and Bennett Herson-Roeser at the University of Northwestern. We will review these concepts on Monday.

Objectives
Compare and contrast the perspectives, values, and limits of different primary sources
Evaluate what happened at the Bastille Prison on July 14, 1789
Agenda
1. Bellringer: French Revolution Timeline (10 min) 
2. Review Study Guide (5 min)
3. Primary Sources: Bastille Prison Compare & Contrast (15 min) 
4. Group Reading & Discussion: (15 min)

Objectives
Compare and contrast the perspectives, values, and limits of different primary sources
Evaluate what happened at the Bastille Prison on July 14, 1789
Agenda
1. Bellringer: French Revolution Timeline (10 min) 
2. Review Study Guide (5 min)
3. Primary Sources: Bastille Prison Compare & Contrast (15 min) 
4. Group Reading & Discussion: (15 min)

Monday 
ObjectivesConnect Enlightenment & Scientific Revolution ideas to pre-revolutionary France
Describe conditions which led to the French Revolution
Agenda1. Bellringer: Blooket (10 min)
2. True/False/Fix Answers (10 min)
3. Primary Source Analysis (10 min)
4. Pre-Revolutionary France (20 min)

Monday 
ObjectivesConnect Enlightenment & Scientific Revolution ideas to pre-revolutionary France
Describe conditions which led to the French Revolution
Agenda1. Bellringer: Blooket (10 min)
2. True/False/Fix Answers (10 min)
3. Primary Source Analysis (10 min)
4. Pre-Revolutionary France (20 min)

Monday 
ObjectivesConnect Enlightenment & Scientific Revolution ideas to pre-revolutionary France
Describe conditions which led to the French Revolution
Agenda1. Bellringer: Blooket (10 min)
2. True/False/Fix Answers (10 min)
3. Primary Source Analysis (10 min)
4. Pre-Revolutionary France (20 min)

Objectives
Describe the political system of feudalism 
Analyze the effects of the Scientific Revolution & Enlightenment on society & government
Agenda
1. Bellringer: Feudalism Review (5 min) 
2. Discussion: Agree or Disagree (10 min) 
3. Scientific Revolution & Enlightenment Notes (20 min)
4. True/False/Fix: Enlightenment (15 min)

Objectives
Describe the political system of feudalism 
Analyze the effects of the Scientific Revolution & Enlightenment on society & government
Agenda
1. Bellringer: Feudalism Review (5 min) 
2. Discussion: Agree or Disagree (10 min) 
3. Scientific Revolution & Enlightenment Notes (20 min)
4. True/False/Fix: Enlightenment (15 min)

Objectives
Describe the political system of feudalism 
Analyze the effects of the Scientific Revolution & Enlightenment on society & government
Agenda
1. Bellringer: Feudalism Review (5 min) 
2. Discussion: Agree or Disagree (10 min) 
3. Scientific Revolution & Enlightenment Notes (20 min)
4. True/False/Fix: Enlightenment (15 min)

Objectives
Describe the political system of feudalism 
Analyze the effects of the Scientific Revolution & Enlightenment on society & government
Agenda
1. Bellringer: Feudalism Review (5 min) 
2. Discussion: Agree or Disagree (10 min) 
3. Scientific Revolution & Enlightenment Notes (20 min)
4. True/False/Fix: Enlightenment (15 min)

What is happening in Gaza? 
What is Israel’s justification for bombing Gaza? 
What is the international community’s response to Israel and Hamas’ actions? 
    Western countries like the US, UK, France? 
    The United Nations?
    American Jews?
    Chicagoans?

What is happening in Gaza? 
What is Israel’s justification for bombing Gaza? 
What is the international community’s response to Israel and Hamas’ actions? 
    Western countries like the US, UK, France? 
    The United Nations?
    American Jews?
    Chicagoans?

What is happening in Gaza? 
What is Israel’s justification for bombing Gaza? 
What is the international community’s response to Israel and Hamas’ actions? 
    Western countries like the US, UK, France? 
    The United Nations?
    American Jews?
    Chicagoans?

Use the following Newsela Article to discuss feudalism in Europe & Japan. You may work with peers.

Use the following Newsela Article to discuss feudalism in Europe & Japan. You may work with peers.

Use the following Newsela Article to discuss feudalism in Europe & Japan. You may work with peers.

Use the following Newsela Article to discuss feudalism in Europe & Japan. You may work with peers.

Turn this in ON PAPER at the BEGINNING of class on Monday.

Turn this in ON PAPER at the BEGINNING of class on Monday.

Reflect on your learning from Unit 2 [Human & Environmental Change]; don't take more than 10 minutes. This will be 10 points for your ATL score.

Reflect on your learning from Unit 2 [Human & Environmental Change]; don't take more than 10 minutes. This will be 10 points for your ATL score.

Reflect on your learning from Unit 2 [Human & Environmental Change]; don't take more than 10 minutes. This will be 10 points for your ATL score.

Reflect on your learning from Unit 2 [Human & Environmental Change]; don't take more than 10 minutes. This will be 10 points for your ATL score.

In your college history class, you have been selected by your professor to go on an international trip during fall break. The trip is all-expenses paid (hotels, meals, flights, etc.) However, in order to receive the grant money, your professor requires you to complete a short report answering the following question: 

“How are humans, in the place you’re visiting, currently and historically changing their natural environment?” 
Your professor has already assembled primary and secondary documents about the place that you choose to visit; it’s up to you to analyze them. Using the documents, write one CEA paragraph explaining how humans are currently changing the environment; then write one CEA paragraph giving historical background about how the ancient civilization there changed the environment. 


CCSS.ELA-LITERACY.WHST.9-10.1.A: Introduce precise claim(s)...and create an organization that establishes clear relationships among the claim(s), reasons, and evidence.
CCSS.ELA-LITERACY.WHST.9-10.2.B: Develop the topic with well-chosen, relevant, and sufficient facts.
CCSS.ELA-LITERACY.WHST.9-10.2.D: Use precise language and domain-specific vocabulary to manage the complexity of the topic
SS.H.2.9-12: Analyze change and continuity within and across historical eras
IB (Strands Ai, Ci, Cii, and Ciii)

In your college history class, you have been selected by your professor to go on an international trip during fall break. The trip is all-expenses paid (hotels, meals, flights, etc.) However, in order to receive the grant money, your professor requires you to complete a short report answering the following question: 

“How are humans, in the place you’re visiting, currently and historically changing their natural environment?” 
Your professor has already assembled primary and secondary documents about the place that you choose to visit; it’s up to you to analyze them. Using the documents, write one CEA paragraph explaining how humans are currently changing the environment; then write one CEA paragraph giving historical background about how the ancient civilization there changed the environment. 


CCSS.ELA-LITERACY.WHST.9-10.1.A: Introduce precise claim(s)...and create an organization that establishes clear relationships among the claim(s), reasons, and evidence.
CCSS.ELA-LITERACY.WHST.9-10.2.B: Develop the topic with well-chosen, relevant, and sufficient facts.
CCSS.ELA-LITERACY.WHST.9-10.2.D: Use precise language and domain-specific vocabulary to manage the complexity of the topic
SS.H.2.9-12: Analyze change and continuity within and across historical eras
IB (Strands Ai, Ci, Cii, and Ciii)

Please fill out this form to debrief today's conversation. Mr. Zhang will compare his his notes with your notes in order to give you your first summative grade. 

If you do not fill out this form by Thursday morning, the teacher will have to ask you to redo the conversation after school, or give you a grade without your input.

Please fill out this form to debrief today's conversation. Mr. Zhang will compare his his notes with your notes in order to give you your first summative grade. 

If you do not fill out this form by Thursday morning, the teacher will have to ask you to redo the conversation after school, or give you a grade without your input.

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

Hand this in on paper by the end of the day.

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

Hand this in on paper by the end of the day.

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

Hand this in on paper by the end of the day.

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

Hand this in on paper by the end of the day.

Use the culture cards to answer questions about the documents. 


The actual results of the Chinese idiom will not affect your grade.

Use the culture cards to answer questions about the documents. 


The actual results of the Chinese idiom will not affect your grade.

Answer the following questions about C-E-A paragraphs! Then, choose your evidence and write your first claim.

Mr. Zhang will give you feedback about everything.

Answer the following questions about C-E-A paragraphs! Then, choose your evidence and write your first claim.

Mr. Zhang will give you feedback about everything.

Answer the following questions about C-E-A paragraphs! Then, choose your evidence and write your first claim.

Mr. Zhang will give you feedback about everything.

Complete the following assignment in the document.

Complete the following assignment in the document.

Complete the following assignment in the document.

Complete the following assignment in the document.

Read through the documents and answer the questions in preparation for our conversation on Wednesday.

Read through the documents and answer the questions in preparation for our conversation on Wednesday.

Please fill out this form to debrief today's conversation. Mr. Zhang will compare his his notes with your notes in order to give you your first summative grade. 

If you do not fill out this form by Thursday morning, the teacher will have to ask you to redo the conversation after school, or give you a grade without your input.

Please fill out this form to debrief today's conversation. Mr. Zhang will compare his his notes with your notes in order to give you your first summative grade. 

If you do not fill out this form by Thursday morning, the teacher will have to ask you to redo the conversation after school, or give you a grade without your input.

Please fill out this form to debrief today's conversation. Mr. Zhang will compare his his notes with your notes in order to give you your first summative grade. 

If you do not fill out this form by Thursday morning, the teacher will have to ask you to redo the conversation after school, or give you a grade without your input.

Reflect on your learning from Unit 1 [Identity & Geography]; don't take more than 10 minutes. This will be 10 points for your ATL score.

Reflect on your learning from Unit 1 [Identity & Geography]; don't take more than 10 minutes. This will be 10 points for your ATL score.

Reflect on your learning from Unit 1 [Identity & Geography]; don't take more than 10 minutes. This will be 10 points for your ATL score.

1. Use the Discussion Protocol and Rubric to prepare for the conversation. 
2. Take notes using the Discussion Notecatcher during the conversation. 
3. Use the Discussion Debrief to give yourself a grade, after the conversation. 
Teachers will compare his his notes with your notes in order to give you your first summative grade. 
If you do not fill out this form by Friday morning, the teacher will have to ask you to redo the conversation after school, or give you a grade without your input.

1. Use the Discussion Protocol and Rubric to prepare for the conversation. 
2. Take notes using the Discussion Notecatcher during the conversation. 
3. Use the Discussion Debrief to give yourself a grade, after the conversation. 
Teachers will compare his his notes with your notes in order to give you your first summative grade. 
If you do not fill out this form by Friday morning, the teacher will have to ask you to redo the conversation after school, or give you a grade without your input.

Monday
What do you do? | Read the instructions OUT LOUD for Phase 1 and Phase 2. Actually read them(!) 
What is due? | Phase 1, Phase 2 (everything in GREY) 

Tuesday
What do you do? | Reread the discussion OUT LOUD for Phase 1, 2, 3, and 4. Work with your group. Choose one of the articles in red to answer the questions for. 
What is due? | Phase 2 (one of the two boxes in RED), Phase 3 [Policy Options (1, 2, 3).], Phase 4

Wednesday 
Getting in the Same Page (25 min) 
Discussion Overview & Practice (15 min)
Quiz (10 min)

Thursday
Review Ground Rules for Discussion (5 min) 
Initial Poll (5 min) 
Small Group Discussion (15 min) 
Large Group Discussion & Exit Poll (15 min)
Debrief Form (Homework)

Monday
What do you do? | Read the instructions OUT LOUD for Phase 1 and Phase 2. Actually read them(!) 
What is due? | Phase 1, Phase 2 (everything in GREY) 

Tuesday
What do you do? | Reread the discussion OUT LOUD for Phase 1, 2, 3, and 4. Work with your group. Choose one of the articles in red to answer the questions for. 
What is due? | Phase 2 (one of the two boxes in RED), Phase 3 [Policy Options (1, 2, 3).], Phase 4

Wednesday 
Getting in the Same Page (25 min) 
Discussion Overview & Practice (15 min)
Quiz (10 min)

Thursday
Review Ground Rules for Discussion (5 min) 
Initial Poll (5 min) 
Small Group Discussion (15 min) 
Large Group Discussion & Exit Poll (15 min)
Debrief Form (Homework)

Monday
What do you do? | Read the instructions OUT LOUD for Phase 1 and Phase 2. Actually read them(!) 
What is due? | Phase 1, Phase 2 (everything in GREY) 

Tuesday
What do you do? | Reread the discussion OUT LOUD for Phase 1, 2, 3, and 4. Work with your group. Choose one of the articles in red to answer the questions for. 
What is due? | Phase 2 (one of the two boxes in RED), Phase 3 [Policy Options (1, 2, 3).], Phase 4

Wednesday 
Getting in the Same Page (25 min) 
Discussion Overview & Practice (15 min)
Quiz (10 min)

Thursday
Review Ground Rules for Discussion (5 min) 
Initial Poll (5 min) 
Small Group Discussion (15 min) 
Large Group Discussion & Exit Poll (15 min)
Debrief Form (Homework)

Monday
What do you do? | Read the instructions OUT LOUD for Phase 1 and Phase 2. Actually read them(!) 
What is due? | Phase 1, Phase 2 (everything in GREY) 

Tuesday
What do you do? | Reread the discussion OUT LOUD for Phase 1, 2, 3, and 4. Work with your group. Choose one of the articles in red to answer the questions for. 
What is due? | Phase 2 (one of the two boxes in RED), Phase 3 [Policy Options (1, 2, 3).], Phase 4

Wednesday 
Getting in the Same Page (25 min) 
Discussion Overview & Practice (15 min)
Quiz (10 min)

Thursday
Review Ground Rules for Discussion (5 min) 
Initial Poll (5 min) 
Small Group Discussion (15 min) 
Large Group Discussion & Exit Poll (15 min)
Debrief Form (Homework)

Complete the following quiz. You may use your notes from the Chicago Migrant Guide.

Complete the following quiz. You may use your notes from the Chicago Migrant Guide.

Complete the following quiz. You may use your notes from the Chicago Migrant Guide.

Complete the following quiz. You may use your notes from the Chicago Migrant Guide.

Watch the video and answer the questions as preparation for the Chicago Migrant Resource guide you will work on Monday and Tuesday. 

YOU ARE DOING THIS ASSIGNMENT AND TURNING IT IN ON PAPER. 

Your parents have been notified about this assignment this morning via email. 
Purpose: Geography is the study of places and the relationship between people and their environments. To better understand Chicago geography, students need to delve into their own relationships with the city. 

Instructions: 

Find someone to interview | Pick someone from your household (mom, dad, grandparents, etc.). It must be someone who has memories of your childhood and neighborhood. 
Prep | After finding a time that works for both of you, read the following message to the member: 
For World Studies, we are studying geography: the study of places and the relationship between people and their environments. After doing world geography last week, this week we are learning about Chicago geography. To do so, I have been asked by my teacher to learn more about my family’s history and relationship with the city and its neighborhoods. This interview should take around 10-30 minutes. If it’s alright with you, I may be taking some notes during the interview, so that I can write a short reflection about it afterwards. 

Interview | Ask them the following questions and record their responses. Your interview should take around 15-30 minutes total.

YOU ARE DOING THIS ASSIGNMENT AND TURNING IT IN ON PAPER. 

Your parents have been notified about this assignment this morning via email. 
Purpose: Geography is the study of places and the relationship between people and their environments. To better understand Chicago geography, students need to delve into their own relationships with the city. 

Instructions: 

Find someone to interview | Pick someone from your household (mom, dad, grandparents, etc.). It must be someone who has memories of your childhood and neighborhood. 
Prep | After finding a time that works for both of you, read the following message to the member: 
For World Studies, we are studying geography: the study of places and the relationship between people and their environments. After doing world geography last week, this week we are learning about Chicago geography. To do so, I have been asked by my teacher to learn more about my family’s history and relationship with the city and its neighborhoods. This interview should take around 10-30 minutes. If it’s alright with you, I may be taking some notes during the interview, so that I can write a short reflection about it afterwards. 

Interview | Ask them the following questions and record their responses. Your interview should take around 15-30 minutes total.

YOU ARE DOING THIS ASSIGNMENT AND TURNING IT IN ON PAPER. 

Your parents have been notified about this assignment this morning via email. 
Purpose: Geography is the study of places and the relationship between people and their environments. To better understand Chicago geography, students need to delve into their own relationships with the city. 

Instructions: 

Find someone to interview | Pick someone from your household (mom, dad, grandparents, etc.). It must be someone who has memories of your childhood and neighborhood. 
Prep | After finding a time that works for both of you, read the following message to the member: 
For World Studies, we are studying geography: the study of places and the relationship between people and their environments. After doing world geography last week, this week we are learning about Chicago geography. To do so, I have been asked by my teacher to learn more about my family’s history and relationship with the city and its neighborhoods. This interview should take around 10-30 minutes. If it’s alright with you, I may be taking some notes during the interview, so that I can write a short reflection about it afterwards. 

Interview | Ask them the following questions and record their responses. Your interview should take around 15-30 minutes total.

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

Select the reading level that you think makes the most sense for you. I suggest 1070L or 980L for H/IB and 850 or 610L for Regular.
Read this article to understand what redlining is and how it continues to affect people today.
Take the Social Studies (not the reading comprehension) quiz.
If you get anything other than a 4/4, you may re-read the article at a lower level and re-take the quiz for a higher score.

Tuesday, September 11-Wednesday, September 12
Objectives
Analyze the effect that maps have had on the resident’s of Chicago, including on equality & inequality
Define the term “redlining” 
Tuesday Agenda
Bellringer: Addresses (5 min) 
Reminders: Consent Form & Family Geography Interview (5 min) 
Film: Folded Map Project (30 min) 
Film Debrief (10 min) 
Wednesday Agenda
TBD

Fill out the following exit ticket based on notes from the following videos: 

1. How does Chicago' Grid Street System Work? | WTTW
2. Wards and Community Areas & Neighborhoods | WTTW 
3. Native American Trails — Chicago from the Air

Fill out the following exit ticket based on notes from the following videos: 

1. How does Chicago' Grid Street System Work? | WTTW
2. Wards and Community Areas & Neighborhoods | WTTW 
3. Native American Trails — Chicago from the Air

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

You may use any notes to answer the questions about the vocab.

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

Wednesday, August 30
Objectives
Identify the difference between primary & secondary sources
Analyze the primary sources for their origins, purpose, and content
Agenda
Bellringer (5 min)
Primary v. Secondary Sources (20 min) 
Break-up Investigation (25 min)

Wednesday, August 30
Objectives
Identify the difference between primary & secondary sources
Analyze the primary sources for their origins, purpose, and content
Agenda
Bellringer (5 min)
Primary v. Secondary Sources (20 min) 
Break-up Investigation (25 min)

This survey is for me to better get to know info about you, your classroom confidence, your academic preferences, and your academic history. This should take you ~10-15 minutes.